I am exactly n times my daughter's age. In m years I shall be ... How old am I?

Prove that if the integer n is divisible by 4 then it can be written as the difference of two squares.

The problem is how did Archimedes calculate the lengths of the sides of the polygons which needed him to be able to calculate square roots?

Is the mean of the squares of two numbers greater than, or less than, the square of their means?

Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you notice when successive terms are taken? What happens to the terms if the fraction goes on indefinitely?

Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.

Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.

Clearly if a, b and c are the lengths of the sides of an equilateral triangle then a^2 + b^2 + c^2 = ab + bc + ca. Is the converse true?

Take any pair of two digit numbers x=ab and y=cd where, without loss of generality, ab > cd . Form two 4 digit numbers r=abcd and s=cdab and calculate: {r^2 - s^2} /{x^2 - y^2}.

Euler found four whole numbers such that the sum of any two of the numbers is a perfect square...

Can you explain why a sequence of operations always gives you perfect squares?

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?

The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!

In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.

This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

The final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.

This is the second article on right-angled triangles whose edge lengths are whole numbers.

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

Draw a 'doodle' - a closed intersecting curve drawn without taking pencil from paper. What can you prove about the intersections?

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?

This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.

An article which gives an account of some properties of magic squares.

Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.

The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .

I want some cubes painted with three blue faces and three red faces. How many different cubes can be painted like that?

Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

We are given a regular icosahedron having three red vertices. Show that it has a vertex that has at least two red neighbours.

Keep constructing triangles in the incircle of the previous triangle. What happens?

Three points A, B and C lie in this order on a line, and P is any point in the plane. Use the Cosine Rule to prove the following statement.

Prove that if a^2+b^2 is a multiple of 3 then both a and b are multiples of 3.

What can you say about the lengths of the sides of a quadrilateral whose vertices are on a unit circle?

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to record. . . .

If you take two tests and get a marks out of a maximum b in the first and c marks out of d in the second, does the mediant (a+c)/(b+d)lie between the results for the two tests separately.

The nth term of a sequence is given by the formula n^3 + 11n . Find the first four terms of the sequence given by this formula and the first term of the sequence which is bigger than one million. . . .

Find the smallest positive integer N such that N/2 is a perfect cube, N/3 is a perfect fifth power and N/5 is a perfect seventh power.

Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...

What fractions can you divide the diagonal of a square into by simple folding?

Can you make sense of these three proofs of Pythagoras' Theorem?

This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.

Can you rearrange the cards to make a series of correct mathematical statements?